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Relevant bibliographies by topics / Education research methods

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Academic literature on the topic 'Education research methods'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Education research methods"

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Smith, Alison M. "Research Methods in Education." Nurse Education in Practice 13, no. 3 (2013): e3. http://dx.doi.org/10.1016/j.nepr.2012.06.001.

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Fonseca, Maria João. "Research methods in education." Journal of Biological Education 46, no. 4 (2012): 261. http://dx.doi.org/10.1080/00219266.2012.716787.

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Radford, Mike. "Research methods for education." Professional Development in Education 37, no. 3 (2011): 471–72. http://dx.doi.org/10.1080/19415257.2010.498575.

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Ingleby, Ewan. "Research methods in education." Professional Development in Education 38, no. 3 (2012): 507–9. http://dx.doi.org/10.1080/19415257.2011.643130.

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Natriello, Gary. "Research Methods." Teachers College Record 106, no. 2 (2004): 329–37. http://dx.doi.org/10.1111/j.1467-9620.2004.00340.x.

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Bickman, Martin. "Research Methods." Teachers College Record 106, no. 8 (2004): 1628–30. http://dx.doi.org/10.1111/j.1467-9620.2004.00395.x.

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Kerr, Kate. "Research Methods in Physical Education." Physiotherapy 88, no. 6 (2002): 378–79. http://dx.doi.org/10.1016/s0031-9406(05)60753-5.

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Kingdon, Geeta Gandhi. "Empirical Research Methods in Education." Contemporary Education Dialogue 3, no. 2 (2006): 171–74. http://dx.doi.org/10.1177/0973184913411116.

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Löfstedt, Jan-Ingvar. "Qualitative research methods in education." Interchange 21, no. 4 (1990): 73–80. http://dx.doi.org/10.1007/bf01810095.

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Kirby, Erika L. "Communication research methods." Communication Teacher 18, no. 4 (2004): 124–27. http://dx.doi.org/10.1080/1740462042000245748.

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Dissertations / Theses on the topic "Education research methods"

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Neequaye, Beryl Koteikor. "Reviewing the Quality of Mixed Methods Research Reporting in Comparative and International Education: A Mixed Methods Research Synthesis." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1565886346044592.

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Knutson, Anna V., and Merideth Garcia. "Ethics in Digital Research Methods." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5449.

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Priestley, J. G. "Moral education and religious story : An essay in support of Whitehead's contention that the essence of education is that it be religious." Thesis, University of Exeter, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380716.

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Knapke, Jacqueline M., Erin N. Haynes, and Lisa M. Vaughn. "Using Qualitative Methods to Improve Physician Research Training: Understanding the Student Perspective." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/ijhse/vol4/iss1/3.

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For several decades now, physician-scientists have been referred to as an “endangered species.” Many factors have contributed to the dearth of clinical investigators, and training programs in clinical research are just one tool in a multi-pronged strategy to increase the number of successful physician-scientists working in health research. A qualitative approach that analyzes students’ educational goals and experiences can help fill the gaps in our knowledge about how best to train aspiring physician-scientists. This study was an interpretive phenomenology that evaluated the Master of Science program in Clinical and Translational Research (MSCTR) at the University of Cincinnati. The purpose of the study was to allow students to articulate their expectations, needs, and experiences in the MSCTR. The study included a group level assessment (GLA) and document review. Findings suggest several reasons students enrolled in the MSCTR, as well as some areas for improvement in the program: more physician-centered classes, a more directed curriculum, and a more cohesive course plan overall. Conclusions from these recommendations are that student perspectives can inform decisions around curricula and instructional methods in powerful ways, particularly when combined with a qualitative methodological approach. This study revealed several insights into how faculty and administrators can more effectively train physicians in research methodology. Training should be as applied and relevant as possible to make it directly applicable to clinical practice. This goal could be enhanced if classes – particularly statistics classes – were more physician-oriented. The curriculum of a clinical research training program for clinicians should be clear and directed, but with some flexibility and space within the curriculum for classes within areas of specialization. Collaboration should be integrated throughout, and courses should follow a logical, interconnected sequence.

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White, Beth. "Interdisciplinary Research Experiences For Undergraduates: Two Mixed-Methods Studies." ScholarWorks @ UVM, 2017. http://scholarworks.uvm.edu/graddis/675.

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Despite the demand for a diverse STEM-educated population and workforce, college students have consistently turned away from these disciplines in large numbers, creating a persistent problem that many are trying to address. The aim of the National Science Foundation's Research Experiences for Undergraduates (REU) program is to inspire, attract, and retain STEM majors. Funding supports undergraduate STEM students' engagement in real-world research alongside STEM mentors. As colleges and universities compete for funding for REUs, it is important to understand the mechanisms within summer research programs that resonate most deeply with undergraduate STEM researchers. While many studies reveal strong correlations between research experiences and STEM aspirations, less is known about the mechanisms within REU programs that support these gains. My research used quantitative and qualitative self-reported data from 20 REU students, 18 of whom were underrepresented minorities in STEM. Over two summers, these students, in cohorts of ten, came to the University of Vermont to participate in a team-oriented, 10-week REU: Interdisciplinary Research on Human Impacts in the Lake Champlain Ecosystem. Two mixed-methods studies, guided by the frameworks of the theory of possible selves, theory of self-efficacy for research, and social cognitive career theory, revealed four important program mechanisms that gave rise to gains in research skills, confidence and self-efficacy for research, and STEM career aspirations, particularly for individuals from underrepresented minority groups in STEM. Findings suggest that the program fostered student capacity building within a safe, inclusive, and positive setting where students experienced what it feels like to be an active participant in the world of research. Within this context, critical mechanisms that gave rise to gains in research skills, confidence and self-efficacy for research, and STEM career aspirations included: (1) experiential education through interdisciplinary research experiences, (2) student independence and ownership balanced with expert researcher guidance and support, (3) formal and informal mentoring networks where students were mentored and where they mentored others, and (4) the establishment of an intentional learning community that advanced leadership, research skill building, perseverance, and reflection. Results from this research cannot be generalized beyond the context of the Lake Champlain REU, however, findings are in alignment with the body of literature that highlights the positive effects of REUs on STEM majors' research skills, confidence and self-efficacy for research, and STEM career aspirations. Using mixed methods to identify and understand the within-program mechanisms that support student gains is a valuable new research approach for this field. Recognizing programmatic mechanisms across REU programs can lead to expansion, replication, and application of these models beyond one institution, resulting in more positive gains for more undergraduate STEM researchers.

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Newhart, Daniel W. "“Smart” Mixed Methods: The Interaction of Philosophy and Research Design in Higher Education Inquiry." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306863023.

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Sheriff, Ray E. "Introducing Research Methods and Skills in a Workshop Environment." Higher Education Academy Engineering Subject Centre, 2007. http://hdl.handle.net/10454/3557.

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Yes<br>`Research Seminar Series¿ is a 10-credit, Level M module offered to MSc/MEng students undertaking programmes in the areas of Electrical and Electronic Engineering at the University of Bradford. The module¿s aims are twofold: i) to disseminate stateoftheart information that could form the basis for future research programmes¿ and ii) to introduce the stages involved in the preparation and presentation of a research paper.<br>Higher Education Academy

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Adusei-Owusu, James. "Research projects." Thesis, Rhodes University, 2001. http://hdl.handle.net/10962/d1003624.

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RESEARCH PROJECTS: 1 RESEARCH PROJECT ONE: A literature review: Constructivism: An alternate approach to teaching and learning. Abstract The constructivist perspectives on learning have helped enhance science educators' understanding of how students make sense of their lived experiences. Constructivism purports to be a transformation of the traditional curriculum. As such this article starts with a brief overview of behaviorism: the scientific approach to education. The main tenets underlying constructivism, how constructivism guides educators to change their classroom practice, and the implications to science teaching have been reviewed. 2 RESEARCH PROJECT TWO (Empirical study): Being Constructive: College students' learning of work and heat as aspects of the energy concept based a constructivist approach. Abstract This study is an extension of a literature review on constructivism as an alternate teaching and learning approach discussed in research project one. It is an empirical study concerning the use of a learning module based on a constructivist approach to develop pre-service student teachers' understanding of work and heat as aspects of the energy concept. The data consisted mainly of transcripts of students' interviews, written responses to questionnaires designed in the form of a worksheet, and comments from non-participant observers and students. The results seem to suggest that a carefully designed learning module based on a constructivist teaching and learning approach may be a valuable tool in developing pre-service student teachers' understanding of work and heat. 3 RESEARCH PROJECT THREE (Empirical study): A College in transition: A case study of the readiness of a college in the Eastern Cape province to implement Outcomes-Based Education in an Education Development centre. Abstract Curriculum 2005 premised on Outcomes-Based Education is the new curriculum framework for South Africa. It signifies a paradigm shift in education from the traditional 'telling-listening' relationship between the teacher and the learner to one that emphasises leamer-centred approach to the teaching process. Teachers, though recognized as crucial to the educational transformation process in the country have also being identified as ill-equipped to meet the challenges posed by Outcomes-Based Education. This study starts with a brief overview of the South African curriculum and the main tenets underlying Outcomes-Based Education. The institutional conditions and whether the lecturers at a college in the Eastern Cape province perceive the need for a change in their classroom practice were also investigated. Bearing in mind the need for further research to validate the findings of this study, positive indicators that emerged from the study suggest the readiness of the college to implement Outcomes-Based Education at the proposed Education Development Centre.

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Jong, Cindy. "Linking Teacher Learning to Pupil Learning: A Longitudinal Investigation of How Experiences Shape Teaching Practices in Mathematics." Thesis, Boston College, 2009. http://hdl.handle.net/2345/616.

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Thesis advisor: Lillie R. Albert<br>Mathematics education is constantly at the forefront of public and academic debates during this era of increased accountability. Questions concerning teacher preparation and teaching practices that connect to pupil learning are central to these discussions. However, very few studies have examined relationships among these factors and most are confined to a short time period; thus, this dissertation studies such relationships over a two-year period. Informed by a sociocultural perspective, this study examines how preservice elementary teachers' past K-12 schooling and teacher education experiences influences their attitudes and perceptions about mathematics education over time. It also explores how teaching practices are shaped by these experiences, and are ultimately linked to pupil learning. A mixed-method design of survey and qualitative case-study research methods was employed to collect and analyze data over a two-year period. During the first year of this study, pre- and post-surveys using Likert-scale items were administered to all preservice teachers (n=75) enrolled in an elementary mathematics methods course. For a two-year period, the experiences of two participants were explored through longitudinal interviews, observations, and an examination of artifacts (i.e., teacher lesson plans, assessments, and pupil work) to develop in-depth case studies. Findings indicate that prior schooling experiences influenced teachers' initial attitudes and perceptions about mathematics. Nevertheless, over a short period, positive changes in teachers' attitudes and confidence to teach mathematics suggest that experiences in the mathematics methods course were conducive to building on teachers' prior knowledge. Survey and case-study findings also indicate that preservice teachers planned to teach mathematics with a reformed approach, which emphasizes a conceptual understanding of mathematic. However, it was challenging for case-study participants to implement a reformed approach as first-year teachers, especially if they had limited teaching models to reinforce this method. Findings also suggest that school context, classroom management, and mathematical content knowledge all influence teaching practices and pupil learning opportunities. Implications for teacher education, school reform, and future research are discussed<br>Thesis (PhD) — Boston College, 2009<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Teacher Education, Special Education, Curriculum and Instruction

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Bowen, Margaret Wendy. "The research process : theories and methods in an ethnographic study of infant schools." Thesis, University of York, 1990. http://etheses.whiterose.ac.uk/4252/.

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Books on the topic "Education research methods"

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Louis, Cohen. Research methods in education. 3rd ed. Routledge, 1989.

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Newby, Peter. Research methods for education. Pearson Education Limited, 2010.

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Newby, Peter. Research methods for education. Pearson Education Limited, 2010.

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Lawrence, Manion, ed. Research methods in education. 2nd ed. Croom Helm, 1985.

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Lawrence, Manion, ed. Research methods in education. 3rd ed. Routledge, 1989.

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Newby, Peter. Research methods for education. Pearson Education Limited, 2010.

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Research methods in education. 2nd ed. Allyn and Bacon, 1992.

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Cohen, Louis. Research methods in education. 3rd ed. Routledge, 1989.

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Check, Joseph W. Research methods in education. Sage Publications, 2012.

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Lawrence, Manion, and Morrison Keith, eds. Research methods in education. 5th ed. RoutledgeFalmer, 2001.

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Book chapters on the topic "Education research methods"

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Clevenger, Morgan R. "Research Methods." In Corporate Citizenship and Higher Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02447-5_2.

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Zhan, Zehui, Liming Huo, Xiao Yao, and Baichang Zhong. "Research methods." In China's Formal Online Education under COVID-19. Routledge, 2021. http://dx.doi.org/10.4324/9781003188261-3.

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Cohen, Louis, Lawrence Manion, and Keith Morrison. "Mixed methods research." In Research Methods in Education. Routledge, 2017. http://dx.doi.org/10.4324/9781315456539-2.

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Spratt, Jennifer. "Appendix – Research Methods." In Wellbeing, Equity and Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50066-9_10.

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Butt, Graham. "Geography Education Research Methods." In International Perspectives on Geographical Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-25954-9_4.

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I, Ji Yeong, Hyewon Chang, and Ji-Won Son. "Methods: Mixed-Methods Research Design." In Mathematics Education – An Asian Perspective. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-15-0966-7_5.

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Murphy, Joseph F., and Joshua F. Bleiberg. "Understandings and Research Methods." In Education, Equity, Economy. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01434-6_1.

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Datta, Poulomee. "Methodology and Research Methods." In SpringerBriefs in Education. Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-017-9_4.

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Cohen, Louis, Lawrence Manion, and Keith Morrison. "Research questions." In Research Methods in Education. Routledge, 2017. http://dx.doi.org/10.4324/9781315456539-10.

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Cohen, Louis, Lawrence Manion, and Keith Morrison. "Action research." In Research Methods in Education. Routledge, 2017. http://dx.doi.org/10.4324/9781315456539-22.

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Conference papers on the topic "Education research methods"

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Almstrum, Vicki L., Debra Burton, and Cheng-Chih Wu. "Research methods in computer science education." In the twenty-fourth SIGCSE technical symposium. ACM Press, 1993. http://dx.doi.org/10.1145/169070.170091.

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Semenova, Nina Konstantinovna. "Active methods application while profile education." In VIII International research and practice conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-112519.

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Brylina, Irina V. "Common trends of global education: educational methods in USA and Russia." In International Conference «Responsible Research and Innovation. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.07.02.13.

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Zhou, Xiang. "Research on Evaluation Methods in Network Education." In 2010 International Conference on e-Education, e-Business, e-Management, and e-Learning, (IC4E). IEEE, 2010. http://dx.doi.org/10.1109/ic4e.2010.110.

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Loverude, Michael E. "Quantitative reasoning skills in math methods." In 2015 Physics Education Research Conference. American Association of Physics Teachers, 2015. http://dx.doi.org/10.1119/perc.2015.pr.046.

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Horner, M. L., Monwhea Jeng, and Rebecca Lindell. "Comparison of Teaching Methods for Energy Conservation." In 2006 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2007. http://dx.doi.org/10.1063/1.2508717.

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Byrnashev, I. Y., and T. E. Timirbulatova. "RESEARCH OF CLOCK FREQUENCY DISTRIBUTION METHODS." In INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION. DSTU-Print, 2020. http://dx.doi.org/10.23947/itno.2020.277-279.

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Digitalization of Russia is a necessary and relevant direction for the further development of the country. One of the elements of introducing the digital economy into everyday life is digital systems for transmitting and distributing information. The implementation of digital telecommunications systems is inextricably linked with the development of various types of synchronization of transmitted signals. Currently, the principle of clock synchronization is widely known, which is necessary for the operation of transmission systems with pulse-code modulation. Active and passive filtering methods are used to select the clock frequency. The article describes the methods of clock frequency distribution, and also presents conclusions on the study of filtering methods.

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Aiken, John M., and Marcos D. Caballero. "Methods for analyzing pathways through a physics major." In 2016 Physics Education Research Conference. American Association of Physics Teachers, 2016. http://dx.doi.org/10.1119/perc.2016.pr.002.

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Wittmann, Michael C., Mindi Kvaal Anderson, Trevor I. Smith, Mel Sabella, Charles Henderson, and Chandralekha Singh. "Comparing Three Methods for Teaching Newton’s Second Law." In 2009 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2009. http://dx.doi.org/10.1063/1.3266742.

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Angel-Alvarado, Rolando, Miguel R. Wilhelmi, and Olga Belletich. "Holistic Architecture for Music Education: A proposal for empirical research in educational situations." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8079.

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Holistic Architecture for Music Education (HAME) arises as a Design-Based Research, that is, it is an interdisciplinary research approach based on mixed research methods, which attempts understanding empirical phenomena from music education complexity. The HAME’ structural design poses a preliminary study of phenomena, the formulation of a research hypothesis, fieldwork in real-world situations and, finally, an analysis of data collected during the fieldwork with the intention of contrasting the hypothesis. This study aims to explore the technical suitability of the HAME in music education’s empirical research. Results demonstrate consistency between four phases of the structural design, in addition to prove the empirical complexity of organisational structures in music classrooms. In conclusion, the HAME is understood as an interdisciplinary educational research approach, which is holistically described as it connects theoretical currents of the social sciences and humanities with actual educational situations of music education. As a consequence, the HAME provides theoretical and practical knowledge about music education.

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Reports on the topic "Education research methods"

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Meghir, Costas, and Steven Rivkin. Econometric Methods for Research in Education. National Bureau of Economic Research, 2010. http://dx.doi.org/10.3386/w16003.

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Dempsey, Terri L. Handling the Qualitative Side of Mixed Methods Research: A Multisite, Team-Based High School Education Evaluation Study. RTI Press, 2018. http://dx.doi.org/10.3768/rtipress.2018.mr.0039.1809.

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Attention to mixed methods studies research has increased in recent years, particularly among funding agencies that increasingly require a mixed methods approach for program evaluation. At the same time, researchers operating within large-scale, rapid-turnaround research projects are faced with the reality that collection and analysis of large amounts of qualitative data typically require an intense amount of project resources and time. However, practical examples of efficiently collecting and handling high-quality qualitative data within these studies are limited. More examples are also needed of procedures for integrating the qualitative and quantitative strands of a study from design to interpretation in ways that can facilitate efficiencies. This paper provides a detailed description of the strategies used to collect and analyze qualitative data in what the research team believed to be an efficient, high-quality way within a team-based mixed methods evaluation study of science, technology, engineering, and math (STEM) high-school education. The research team employed an iterative approach to qualitative data analysis that combined matrix analyses with Microsoft Excel and the qualitative data analysis software program ATLAS.ti. This approach yielded a number of practical benefits. Selected preliminary results illustrate how this approach can simplify analysis and facilitate data integration.

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Appoev, R. K., and Zh V. Ignatenko. Electronic educational and methodical complex of discipline "Operations research and optimization methods" (in areas of training 38.00.00 Economics and Management, 09.00.00 Computer Science and Engineering, 44.00.00 Education and pedagogical sciences). North-Caucasian Social Institute, 2016. http://dx.doi.org/10.12731/appoevignatenko.01062016.21898.

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Hilbrecht, Margo, Sally M. Gainsbury, Nassim Tabri, et al. Prevention and education evidence review: Gambling-related harm. Edited by Margo Hilbrecht. Greo, 2021. http://dx.doi.org/10.33684/2021.006.

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This report supports an evidence-based approach to the prevention and education objective of the National Strategy to Reduce Harm from Gambling. Applying a public health policy lens, it considers three levels of measures: universal (for the benefit of the whole population), selective (for the benefit of at-risk groups), and indicated (for the benefit of at-risk individuals). Six measures are reviewed by drawing upon a range of evidence in the academic and grey literature. The universal level measures are “Regulatory restriction on how gambling is provided” and “Population-based safer gambling/responsible gambling efforts.” Selective measures focus on age cohorts in a chapter entitled, “Targeted safer gambling campaigns for children, youth, and older adults.” The indicated measures are “Brief internet delivered interventions for gambling,” “Systems and tools that produced actual (‘hard’) barriers and limit access to funds,” and “Self-exclusion.” Since the quantity and quality of the evidence base varied by measure, appropriate review methods were selected to assess publications using a systematic, scoping, or narrative approach. Some measures offered consistent findings regarding the effectiveness of interventions and initiatives, while others were less clear. Unintended consequences were noted since it is important to be aware of unanticipated, negative consequences resulting from prevention and education activities. After reviewing the evidence, authors identified knowledge gaps that require further research, and provided guidance for how the findings could be used to enhance the prevention and education objective. The research evidence is supplemented by consultations with third sector charity representatives who design and implement gambling harm prevention and education programmes. Their insights and experiences enhance, support, or challenge the academic evidence base, and are shared in a separate chapter. Overall, research evidence is limited for many of the measures. Quality assessments suggest that improvements are needed to support policy decisions more fully. Still, opportunities exist to advance evidence-based policy for an effective gambling harm prevention and education plan.

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Eckert, Elizabeth, Eleanor Turner, and Jo Anne Yeager Sallah. Youth Rural-Urban Migration in Bungoma, Kenya: Implications for the Agricultural Workforce. RTI Press, 2019. http://dx.doi.org/10.3768/rtipress.2019.op.0062.1908.

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This study provides insights into a specific, hard-to-reach youth subpopulation—those born in agricultural areas in Western Kenya who migrate to large towns and cities—that is often missed by research and development activities. Using a mixed-methods approach, we find high variability in movement of youth between rural villages, towns, and large urban areas. Top reasons for youth migration align with existing literature, including pursuit of job opportunities and education. For youth from villages where crop farming is the primary economic activity for young adults, 77 percent responded that they are very interested in that work, in contrast to the common notion that youth are disinterested in agriculture. We also find many youth interested in settling permanently in their villages in the future. This research confirms that youth migration is dynamic, requiring that policymakers and development practitioners employ methods of engaging youth that recognize the diversity of profiles and mobility of this set of individuals.

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Hogan, Michael, and Michael Gallaher. Quantitative Indicators for Country-Level Innovation Ecosystems. RTI Press, 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0051.1805.

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Innovation has been shown to be a key factor in determining a country’s competitiveness and economic growth potential. Through investments in education and research and development, many developing countries have tried to avoid the “middle income trap” of stagnation by working to create high-value employment opportunities. To better understand country-level readiness to innovate, we have compiled a set of publicly available data indicators and created a data tool to illustrate innovation capabilities and infrastructure by country. Our approach builds on and advances existing national innovation metrics by constructing transparent, publicly sourced indicators that emphasize changes over time and interrelationships between different indicators, as opposed to creating simple indices across groups of indicators. This occasional paper is targeted to an applied audience, explaining the methods used to assemble the data, an overview of the indicators, practical applications of the data, summary statistics, and data limitations. The data are not intended to be a tool for providing answers about innovation, but rather a starting point for future work including market landscaping, country-level diagnostics, and qualitative protocols for research.

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Dy, Sydney M., Julie M. Waldfogel, Danetta H. Sloan, et al. Integrating Palliative Care in Ambulatory Care of Noncancer Serious Chronic Illness: A Systematic Review. Agency for Healthcare Research and Quality (AHRQ), 2020. http://dx.doi.org/10.23970/ahrqepccer237.

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Objectives. To evaluate availability, effectiveness, and implementation of interventions for integrating palliative care into ambulatory care for U.S.-based adults with serious life-threatening chronic illness or conditions other than cancer and their caregivers We evaluated interventions addressing identification of patients, patient and caregiver education, shared decision-making tools, clinician education, and models of care. Data sources. We searched key U.S. national websites (March 2020) and PubMed®, CINAHL®, and the Cochrane Central Register of Controlled Trials (through May 2020). We also engaged Key Informants. Review methods. We completed a mixed-methods review; we sought, synthesized, and integrated Web resources; quantitative, qualitative and mixed-methods studies; and input from patient/caregiver and clinician/stakeholder Key Informants. Two reviewers screened websites and search results, abstracted data, assessed risk of bias or study quality, and graded strength of evidence (SOE) for key outcomes: health-related quality of life, patient overall symptom burden, patient depressive symptom scores, patient and caregiver satisfaction, and advance directive documentation. We performed meta-analyses when appropriate. Results. We included 46 Web resources, 20 quantitative effectiveness studies, and 16 qualitative implementation studies across primary care and specialty populations. Various prediction models, tools, and triggers to identify patients are available, but none were evaluated for effectiveness or implementation. Numerous patient and caregiver education tools are available, but none were evaluated for effectiveness or implementation. All of the shared decision-making tools addressed advance care planning; these tools may increase patient satisfaction and advance directive documentation compared with usual care (SOE: low). Patients and caregivers prefer advance care planning discussions grounded in patient and caregiver experiences with individualized timing. Although numerous education and training resources for nonpalliative care clinicians are available, we were unable to draw conclusions about implementation, and none have been evaluated for effectiveness. The models evaluated for integrating palliative care were not more effective than usual care for improving health-related quality of life or patient depressive symptom scores (SOE: moderate) and may have little to no effect on increasing patient satisfaction or decreasing overall symptom burden (SOE: low), but models for integrating palliative care were effective for increasing advance directive documentation (SOE: moderate). Multimodal interventions may have little to no effect on increasing advance directive documentation (SOE: low) and other graded outcomes were not assessed. For utilization, models for integrating palliative care were not found to be more effective than usual care for decreasing hospitalizations; we were unable to draw conclusions about most other aspects of utilization or cost and resource use. We were unable to draw conclusions about caregiver satisfaction or specific characteristics of models for integrating palliative care. Patient preferences for appropriate timing of palliative care varied; costs, additional visits, and travel were seen as barriers to implementation. Conclusions. For integrating palliative care into ambulatory care for serious illness and conditions other than cancer, advance care planning shared decision-making tools and palliative care models were the most widely evaluated interventions and may be effective for improving only a few outcomes. More research is needed, particularly on identification of patients for these interventions; education for patients, caregivers, and clinicians; shared decision-making tools beyond advance care planning and advance directive completion; and specific components, characteristics, and implementation factors in models for integrating palliative care into ambulatory care.

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Sanz, E., P. Alonso, B. Haidar, H. Ghaemi, and L. García. Key performance indicators (KPIs). Scipedia, 2021. http://dx.doi.org/10.23967/prodphd.2021.9.002.

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The project “Social network tools and procedures for developing entrepreneurial skills in PhD programmes” (prodPhD) aims to implement innovative social network-based methodologies for teaching and learning entrepreneurship in PhD programmes. The multidisciplinary teaching and learning methodologies to be developed will enable entrepreneurship education to be introduced into any PhD programme, providing students with the knowledge, skills, and motivation to engage in entrepreneurial activities. However, the use of the output of the project will depend on the nature and profile of the research or scientific field. In this context, key performance indicators (KPIs) form the base on which the quality and scope of the methodologies developed in the project will be quantified and benchmarked. The project’s final product will be an online tool that higher education students can use to learn entrepreneurship from a social network perspective. Performance measurement is one of the first steps of any project and involves the choice and use of indicators to measure the effectiveness and success of the project’s methods and results. All the KPIs have been selected according to criteria of relevance, measurability, reliability, and adequacy, and they cover the process, dissemination methods, and overall quality of the project. In this document, each KPI is defined together with the units and instruments for measuring it. In the case of qualitative KPIs, five-level Likert scales are defined to improve indicator measurability and reliability. The KPIs for prodPhD are divided into three main dimensions, depending on the stage of the project they evaluate. The three main dimensions are performance and development (which are highly related to the project’s process), dissemination and impact (which are more closely correlated with the project’s output), and overall project quality. Different sources (i.e., European projects and papers) have been drawn upon to define a set of 51 KPIs classified into six categories, according to the project phase they aim to evaluate. An Excel tool has been developed that collects all the KPIs analysed in the production of this document. This tool is shared in the Scipedia repository.

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Acred, Aleksander, Milena Devineni, and Lindsey Blake. Opioid Free Anesthesia to Prevent Post Operative Nausea/Vomiting. University of Tennessee Health Science Center, 2021. http://dx.doi.org/10.21007/con.dnp.2021.0006.

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Purpose The purpose of this study is to compare the incidence of post-operative nausea and vomiting (PONV) in opioid-utilizing and opioid-free general anesthesia. Background PONV is an extremely common, potentially dangerous side effect of general anesthesia. PONV is caused by a collection of anesthetic and surgical interventions. Current practice to prevent PONV is to use 1-2 antiemetics during surgery, identify high risk patients and utilize tracheal intubation over laryngeal airways when indicated. Current research suggests minimizing the use of volatile anesthetics and opioids can reduce the incidence of PONV, but this does not reflect current practice. Methods In this scoping review, the MeSH search terms used to collect data were “anesthesia”, “postoperative nausea and vomiting”, “morbidity”, “retrospective studies”, “anesthesia, general”, “analgesics, opioid”, “pain postoperative”, “pain management” and “anesthesia, intravenous”. The Discovery Search engine, AccessMedicine and UpToDate were the search engines used to research this data. Filters were applied to these searches to ensure all the literature was peer-reviewed, full-text and preferably from academic journals. Results Opioid free anesthesia was found to decrease PONV by 69%. PONV incidence was overwhelming decreased with opioid free anesthesia in every study that was reviewed. Implications The future direction of opioid-free anesthesia and PONV prevention are broad topics to discuss, due to the nature of anesthesia. Administration of TIVA, esmolol and ketamine, as well as the decision to withhold opioids, are solely up to the anesthesia provider’s discretion. Increasing research and education in the importance of opioid-free anesthesia to decrease the incidence of PONV will be necessary to ensure anesthesia providers choose this protocol in their practice.

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Patton, Amy, Kylie Dunavan, Kyla Key, Steffani Takahashi, Kathryn Tenner, and Megan Wilson. Reducing Stress, Anxiety, and Depression for NICU Parents. University of Tennessee Health Science Center, 2021. http://dx.doi.org/10.21007/chp.mot2.2021.0012.

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This project aims to appraise evidence of the effectiveness of various practices on reducing stress, anxiety, and depression among parents of infants in the neonatal intensive care unit (NICU). The project contains six research articles from both national and international journals. Study designs include one meta-analysis, one randomized controlled trial, one small scale randomized controlled trial, one prospective phase lag cohort study, on pretest-posttest study, and one mixed-methods pretest-posttest study. Recommendations for effective interventions were based on best evidence discovered through quality appraisal and study outcomes. All interventions, except for educational programs and Kangaroo Care, resulted in a statistically significant reduction of either stress, anxiety, and/ or depression. Family centered care and mindfulness-based intervention reduced all barriers of interest. There is strong and high-quality evidence for the effect of Cognitive Behavioral Therapy on depression, moderate evidence for the effect of activity-based group therapy on anxiety, and promising evidence for the effect of HUG Your Baby on stress.

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